Thinking Skills Development

The aim of each instruction is to ensure the operational learning of its participants. Whether the dissemination process is formally or informally, the ultimate aim of a teacher is to achieve a favorable performance of students in a lesson delivered systematically. In order to achieve promising results as the reward of a teacher, goals must be carefully and specifically arranged.

The distinctions between general goals and specific goals are determined in the planning phase. Therefore the use of infinitive phrases such as "to know," "learn," and "to understand" is discouraged among other general phrases, which cannot rate learning results to allow the critical employment of specific phrases. You can say "Identify," "underline," "construct," "list" or "label" more easily. Manipulation of these words allows students to show their understanding of the topic. Specific aims create interactive relations between all elements of a lesson plan in order to bring together student thinking in a synthesized way to raise awareness.

Objective achievement indicates the degree of knowledge gained by learners within a given duration of the study process. In other words, the strengthening of teacher objectives directs the cognitive development of each learner, which is based on the formulated taxonomy of objectives that comprises the organizational abilities of various levels with corresponding sub-skills represented by specific level goals, assisted in the whole thinking by the teacher as a facilitator.

The thinking of order thinking is sequenced in an upward level: remember, understand, apply, analyze, evaluate, and create, categorized as skills of thinking in lower order or higher order. Recall that, while applying, analyzing, evaluating and creating less thinking skills, belong to higher order thinking. The levels targets are sub-competences in particular verbs in basic forms, parallel to thinking competencies, which are either smaller or higher level targets.

Specific objectives under consideration and understanding are lower level objectives while explicit targets are related to the application, analysis, assessment and development of higher level goals. To link the concept to the universally sanctioned and standardized educational principles, Khwarto1 (2001) will use the newly revised Bloom's taxonomy in 1956 to develop the rudiments that generate existing factors for the advancement of learner's cognitive domain and which mainly concentrates on acquiring knowledge through mental capabilities of learners.